Department of Pediatrics, University of Calgary, Calgary, Alberta, Canada.
Resuscitation. 2012 Jan;83(1):90-6. doi: 10.1016/j.resuscitation.2011.07.010. Epub 2011 Jul 19.
To develop an educational program designed to train health care providers in resource limited settings to carry out neonatal resuscitation. We analyzed facilitator and learner perceptions about the course, examined skill performance, and assessed the quality of instruments used for learner evaluation as part of the formative evaluation of the educational program Helping Babies Breathe.
Multiple stakeholders and a Delphi panel contributed to program development. Training of facilitators and learners occurred in global field test sites. Course evaluations and focus groups provided data on facilitator and learner perceptions. Knowledge and skill assessments included pre/post scores from multiple choice questions (MCQ) and post-training assessment of bag and mask skills, as well as 2 objective structured clinical evaluations (OSCE).
Two sites (Kenya and Pakistan) trained 31 facilitators and 102 learners. Participants expressed high satisfaction with the program and high self-efficacy with respect to neonatal resuscitation. Assessment of participant knowledge and skills pre/post-program demonstrated significant gains; however, the majority of participants could not demonstrate mastery of bag and mask ventilation on the post-training assessment without additional practice.
Participants in a program for neonatal resuscitation in resource-limited settings demonstrated high satisfaction, high self-efficacy and gains in knowledge and skills. Mastery of ventilation skills and integration of skills into case management may not be achievable in the classroom setting without additional practice, continued learning, and active mentoring in the workplace. These findings were used to revise program structure, materials and assessment tools.
开发一项旨在培训资源有限环境下的医疗保健提供者进行新生儿复苏的教育计划。我们分析了课程导师和学习者的看法，检查了技能表现，并评估了学习者评估工具的质量，作为帮助婴儿呼吸教育计划形成性评价的一部分。
多个利益攸关方和德尔菲小组为项目开发做出了贡献。培训导师和学习者在全球现场测试地点进行。课程评估和焦点小组提供了关于导师和学习者看法的数据。知识和技能评估包括多项选择题（MCQ）的预/后得分以及培训后对袋和面罩技能的评估，以及 2 项客观结构化临床评估（OSCE）。
两个地点（肯尼亚和巴基斯坦）培训了 31 名导师和 102 名学习者。参与者对该计划表示非常满意，并对新生儿复苏的自我效能感很高。计划前后对参与者知识和技能的评估表明有显著提高；然而，大多数参与者如果没有额外的练习，在培训后评估中无法展示出对袋和面罩通气的掌握。
在资源有限的环境中进行新生儿复苏的培训计划的参与者表现出很高的满意度、自我效能感和知识与技能的提高。如果没有额外的实践、持续的学习和在工作场所的积极指导，可能无法在课堂环境中掌握通气技能并将技能整合到病例管理中。这些发现被用来修改项目结构、材料和评估工具。
